Hi David et al. I'm sorry, but the adult literacy site I recommended for
math resources is intended as an internal one, and is not supposed to be
public. Putting out the username and password was an error. 
Having said that, what is it you are interested in? If you email Steve
at 
steve.hinds at mail.cuny.edu he could make suggestions for math material 
appropriate for your students.



>>> David Rosen <djrosen at comcast.net> 06/22/06 4:23 PM >>>

Beverly and others,

On Jun 22, 2006, at 4:14 PM, Beverly Davis wrote:


> Mae, I went to the website you listed and couldn't get to any math

> problems.  Could you tell me what I am doing wrong.  Thank you!



1. Go to http://www.literacy.cuny.edu/ 
2. Select "Resources"
3. At the prompt, type in the user name literacy and the password   
resources06

David Rosen
djrosen at comcast.ne 



>

>

> Mae Dick wrote:

>

>

>> Hi there. I thought you might be interested in a math resource  

>> that was

> developed by Steve Hinds, a staff developer for adult literacy  

> programs

> in the City University of New York.  Here's a quote from a workshop

> Steve recently offered at the Literacy Assistance Center in NYC.  He

> says " Adult Literacy programs traditionally limit students in

> low-level classes to computation practice out of workbooks. Algebra,

> data and geometry topics are considered too difficult for these

> students until they have 'mastered the basics.'  Steve believes that

> students can increase their mathematical reasoning, number sense and

> enjoyment of math through the kinds of exercises he presents on the

> CUNY web site. Check it out. Go to <www.literacy.cuny.edu>.  The

user

> name is literacy and the password is resources06.

>>

>>>>> "Myrna Manly" <mmanly at earthlink.net> 06/20/06 5:03 PM >>>

>> Hi Lisa,

>> I'm happy to hear that you and your students are enjoying the book.

>> Introducing algebraic thinking early in student's math study has

now

> become

>> widespread in the reform math efforts in K-12. (It is also a

hallmark

> of the

>> new EMPower series for adults.) In 1992, when I wrote the first  

>> edition

> of

>> the book, I based my early-algebra-integration decision on my own

> experience

>> as one who had taught algebra to students at many levels and as an

> 'insider'

>> with respect to the GED Math test. (I had just left my job at

GEDTS.)

>>

>> The overarching principle when formulating items for the GED math  

>> test

> is to

>> assess the "major and lasting outcomes and skills of a high school

>> education." For the most part, this means that the skills and  

>> concepts

> that

>> are tested are ones that have some practical value. With respect to

> algebra,

>> I felt that using the concept of a variable, solving simple  

>> equations,

> and

>> graphing linear functions were the most obvious topics to be

> represented.

>>

>> As an algebra teacher, I had seen the difficulty that students had

in

> making

>> the transition to using variables and had added extra lessons to

the

>> textbooks that reviewed arithmetic principles by using variables in

> place of

>> specific numbers - that is, I used algebra to generalize

arithmetic.

>> So, it was an easy decision for me to integrate algebra early -

both

> from a

>> mathematics pedagogy standpoint and from an adult student attitude

>> perspective (knowing that many feel insulted by a review of  

>> arithmetic

> even

>> if their entrance scores indicate that need).

>>

>> As to your question about the results obtained when students are

> introduced

>> to algebraic ideas early in their mathematics study, I'm afraid  

>> that I

> have

>> no data to substantiate better scores sooner.  (That topic may be

one

> that a

>> practitioner would like to investigate as a project for the ANN

> practitioner

>> research grants.)

>>

>> Thanks for the question,

>> Myrna

>>

>>

>>

>> -----Original Message-----

>> From: assessment-bounces at nifl.gov [mailto:assessment- 

>> bounces at nifl.gov] 

> On

>> Behalf Of Lisa Mullins

>> Sent: Tuesday, June 20, 2006 7:02 AM

>> To: The Assessment Discussion List

>> Subject: [Assessment 368] Re: Math anxiety and assessment

>>

>> Myrna,

>> In your book The Problem Solver you tackle algebraic

>> concepts in the very beginning of the book.  This is

>> in contrast to many books on the market.  I use this

>> technique as well.  My students are caught by the fact

>> that algebra (a scary term for some) is so simple and

>> can be used for many reasons. However, some people are

>> skeptical that this will result in better scores or

>> better understanding.

>>

>> Can you discuss the contrasts of learning math

>> beginning with whole numbers and working up to

>> algrebra versus using algebra as a problem solving

>> method with all number systems throughout the math

>> learning process.  Are the results better scores

>> sooner?

>>

>> Thanks,

>> Lisa Mullins

>> Hawkins County Adult Ed

>> Rogersville, Tennessee

>>

>> http://www.nifl.gov/mailman/listinfo/assessment 

>>

>>

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>>

>

> ---------------------------------------

> It is not the load that breaks you, it

> is the way you carry it.

>

> Beverly Davis

> ABE/GEDButler Community College

> Instructional Coordinator

> (316) 321-4030, ext. 113

> -------------------------------

> National Institute for Literacy

> Assessment mailing list

> Assessment at nifl.gov 

> To unsubscribe or change your subscription settings, please go to  

> http://www.nifl.gov/mailman/listinfo/assessment 


t



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